This learning styles activity will be combined with the novel unit. Students will have completed reading the novel.
The Lesson
In order to activate prior knowledge, the teacher asks the students what their favourite classroom activities are. The teacher can offer a few examples to get the class started. As the students offer various types of activities, the teacher writes them down on board, in groups that will eventually be revealed as three or four main learning styles. Once the list is fleshed out, the teacher identifies three or four main learning styles. (There are more than three or four learning styles, but for the purposes of this lesson we will narrow it down to three.) The teacher can generate dialogue by asking questions such as: a. Is it possible to have more that one learning style? b. Are there any reasons why a person might learn in a different way? Students are then asked to consider the tasks on the board and to determine their learning style. Once this has been done, the teacher groups them according to their learning style. This may mean that some groups are larger than others, but there can, for example, be more than one tactile group. Once they form groups, they are to complete one of the following tasks in the category of their declared learning style:
auditory visual tactile
prepare an oral presentation about the setting of the novel
create a cartoon or graphic novel which depicts an important scene from the novel
draw a detailed map of the setting
interview a main character for a local news show
create a poster which advertises the novel or a film version of the novel
create a board game using the places, people, and conflicts in the novel
prepare a choral reading or dramatic presentation of an important event in the novel
create a model of the main character's home or neighbourhood
*Students can be encourage to use technology such as recording devices or small wonder cameras whenever possible.
After the activity, have the students reflect on the experience using the Reflection sheet or class discussion.
Timeline, provided the teacher devotes approximately an hour each day to the activity.
Day one Discuss learning styles and organize student groups.
Day two
In groups students plan their project including who will take on what role and what material will be needed.
Days three and possibly four
Students work on projects
Day five
Present projects, if applicable, and debrief with reflection questions or dialogue.
Student Reflection Sheet
1/ I liked this part of the project the most
2/ I am especially proud of
3/ Next time I would like to improve _
4/ I worked well with my group because (the teacher can prompt: were there similarities among your group members?)
5/ This project has shown me that my learning style is
6/ Knowing this is my dominant learning style is important because __
Rationale
This lesson would encourage the students to consider their own learning style and provide another way for the teacher to assess the learners' engagement with the novel. This allows students to work in groups with others who share their learning style and may create or reinforce student connections. It would also be interesting to try the activity but intentionally include one student from each learning style group and reflect on how that contributes to or detracts from the project or group dynamic.
Target Group: Grade 6
This learning styles activity will be combined with the novel unit. Students will have completed reading the novel.
The Lesson
In order to activate prior knowledge, the teacher asks the students what their favourite classroom activities are. The teacher can offer a few examples to get the class started. As the students offer various types of activities, the teacher writes them down on board, in groups that will eventually be revealed as three or four main learning styles.
Once the list is fleshed out, the teacher identifies three or four main learning styles. (There are more than three or four learning styles, but for the purposes of this lesson we will narrow it down to three.) The teacher can generate dialogue by asking questions such as:
a. Is it possible to have more that one learning style?
b. Are there any reasons why a person might learn in a different way?
Students are then asked to consider the tasks on the board and to determine their learning style. Once this has been done, the teacher groups them according to their learning style. This may mean that some groups are larger than others, but there can, for example, be more than one tactile group.
Once they form groups, they are to complete one of the following tasks in the category of their declared learning style:
auditory visual tactile
*Students can be encourage to use technology such as recording devices or small wonder cameras whenever possible.
After the activity, have the students reflect on the experience using the Reflection sheet or class discussion.
Timeline, provided the teacher devotes approximately an hour each day to the activity.
Day one Discuss learning styles and organize student groups.
Student Reflection Sheet
1/ I liked this part of the project the most
2/ I am especially proud of
3/ Next time I would like to improve _
4/ I worked well with my group because (the teacher can prompt: were there similarities among your group members?)
5/ This project has shown me that my learning style is
6/ Knowing this is my dominant learning style is important because __
Rationale
This lesson would encourage the students to consider their own learning style and provide another way for the teacher to assess the learners' engagement with the novel. This allows students to work in groups with others who share their learning style and may create or reinforce student connections. It would also be interesting to try the activity but intentionally include one student from each learning style group and reflect on how that contributes to or detracts from the project or group dynamic.